BSBCRT511

Develop critical thinking in others

Assessment Task 1 – Knowledge Ques ons

Task summary
• This is an open book knowledge test, to be completed in your own me.
• You need to answer all the wri en ques ons correctly.

Required
• Access to textbooks/other learning materials.
• Access to a computer and Microso O ce.
• Access to the internet.
Note- If you do not have access to Microso O ce, you must save your work as PDF before
uploading.

Timing
The due date of this assessment is available on your learning management system.

Submit
• This completed workbook

Assessment criteria
• All ques ons must be answered correctly for you to be assessed as having completed the task
sa sfactorily.
• All ques ons must comply with our ihBC plagiarism and AI policy, where all sources of
informa on are a ributed correctly.
Re-submission opportuni es
• You will receive feedback on your performance from your Assessor. The feedback will
indicate if you have sa sfactorily addressed the requirements of each part of this task.
• If any part of the task is not sa sfactorily completed, your assessor will provide you
with wri en feedback to guide you on what you must undertake to demonstrate
sa sfactory performance. This assessment may be re-a empted twice. Your
resubmission must be uploaded within three (3) days of receiving your grade of “not
yet sa sfactory”. You must clearly display “Resubmission” on your resubmi ed work.
• You have the right to appeal the outcome of assessment decisions if you feel that you
have been dealt with unfairly or have other appropriate grounds for an appeal.
• You are encouraged to consult with your assessor prior to a emp ng this task if you
do not understand any part of this task or if you have any learning issues or needs that
may hinder you when a emp ng any part of the assessment.

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 Assessment Cover Sheet
HALIL DEMIRKOL
Student name:

R58824
Student ID

Trainer’s Name:
KAVITA C
Date Submi ed: 07.04.2024
Student declara on: I declare that:
• I have read and understood all the informa on provided in
rela on to the assessment requirements to complete this unit,
the instruc ons and the purpose and processes of undertaking
this assessment task
• This assessment is my own work and where other’s works or
ideas have been used, I have appropriately referenced or
acknowledged them
• I understand that plagiarism is a serious o ence that may lead
to disciplinary ac on.
Student signature:
HALILDEMIRKOL

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 Ques on 1 Discuss two (2) models of cri cal and crea ve thinking.

Answer:
Six thinking hats: It's an imagina ve and coopera ve method that lets you inves gate mul ple
perspec ves and no ons on a di cult topic. Six coloured hats are used in the model to
represent di erent ways of thinking: white represents facts and data, red represents emo ons
and feelings, black represents dangers and disadvantages, yellow represents rewards and
opportuni es, green represents alterna ves and possibili es, and blue represents process and
control. By changing hats, you can come up with new concepts and solu ons and avoid ge ng
stuck in one way of thinking.
The Eight Elements of Thought: It is a comprehensive and re ec ve paradigm for examining
and enhancing the outcomes of your thought processes. The eight components of the model—
goal, inquiry, informa on, inference, idea, assump on, implica on, and point of view—are
present in all forms of thought. Using this model, you can make sense of your ques ons and
purpose, collect and analyse per nent data, make consistent and logical deduc ons, apply
per nent theories and concepts, iden fy and ques on your presump ons, weigh the
implica ons and consequences of your conclusions, and respect and acknowledge the opinions
of others.
Brie y describe the features of the following cri cal thinking concepts and
approaches:
Ques on 2 a. analysis
b. synthesis
c. evalua on

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 Answer:
a. Analysis:
Feature: In order to comprehend the rela onships, pa erns, and rami ca ons of complicated
informa on, analysis entails disassembling it into smaller components.
Procedure: It comprises dissec ng the components that make up the total, recognising
important components, and guring out the underlying mechanisms or structures.
Objec ve: The aim of analysis is to acquire a more profound understanding, reveal latent
signi cance, and derive signi cant perspec ves from the scru nised data.
Techniques: Analy cal techniques encompass contras ng and comparing, determining causal
links, classifying data, and spo ng pa erns or trends.
b. Synthesis
Feature: Synthesis is the process of combining disparate concepts or ideas to create a cohesive
whole, frequently leading to the crea on of fresh insights or viewpoints.
Process: To produce something new or nd a solu on, it involves fusing various ideas, facts, or
viewpoints.
The aim of synthesis is to produce novel concepts, resolu ons, or viewpoints that surpass the
combina on of their component elements.
Methods: The process of synthesis might include brainstorming, applying crea ve thinking
strategies, ingeniously recombining preexis ng ideas, and incorpora ng other points of view.
c. Evalua on:
Feature: Evalua on entails evalua ng informa on, arguments, or solu ons cri cally for their
strengths, faults, and general quality.
Procedure: It comprises using standards and criteria to make decisions while taking into
account possible biases, ra onality, relevance, and suppor ng data.
Evalua on's objec ve is to ascertain a concept, argument, or course of ac on's validity, e cacy,
and credibility.
Techniques: Evidence analysis, logical fallacies detec on, contras ng opposing viewpoints and
solu ons, and applying relevant.
Discuss three (3) workplace objec ves, processes and resources that a business
Ques on 3
might implement for improving employees’ cri cal thinking skills.

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 Answer:
Enhancing Training and Development Programs:
Process : Create and carry out extensive training courses emphasising cri cal thinking abili es.
Workshops, seminars, and online courses covering several facets of cri cal thinking, including
analysis, synthesis, and assessment, might be included in these programmes.
Sources: To create and deliver customised programmes, work with internal training
departments, subject ma er experts, or external training providers. Give sta members access
to per nent case studies, instruc onal materials, and hands-on ac vi es so they may use
cri cal thinking skills in authen c situa ons. Create a coaching or mentoring programme so
seasoned sta members can assist less experienced sta members in honing their cri cal
thinking abili es.
Promo ng a Culture of Inquiry and Collabora on:
Procedure: Create an atmosphere that values inquiry, inquisi veness, and coopera on. To solve
complicated problems together, organise brainstorming sessions, problem-solving seminars, or
cross-func onal teams on a regular basis.
Sources: Give sta members a venue or resources for exchanging thoughts, cri cism, and
observa ons. Promote open avenues of communica on where sta members can express their
ideas and viewpoints, such as sugges on boxes, internet forums, or team mee ngs. Honour
and commend individuals or groups who exhibit great cri cal thinking abili es and provide
crea ve solu ons to business challenges.
Integra ng Cri cal Thinking into Performance Management:
Procedure: Include cri cal thinking skills in goal-se ng and performance evalua on criteria.
Employees should receive regular coaching and feedback on their cri cal thinking skills, with a
focus on strengths and opportuni es for development.
Sources: Provide evalua on instruments or criteria to impar ally measure cri cal thinking
abili es. Provide managers and supervisors with tools or training so they can evaluate and
encourage employees' cri cal thinking skills. Encourage sta members to re ect and evaluate
themselves in order to monitor their development and pinpoint areas for improvement.
Describe three (3) characteris cs of organisa onal learning environments and
Ques on 4
related learning systems.
Answer:
Organiza onal learning environments stress con nual learning, encourage coopera on, and
value adapta on. They foster a culture of informa on exchange, innova on, and feedback-
driven progress. Leaders have a cri cal role in modeling learning prac ces and facilita ng
con nuing development. These se ngs use collabora on pla orms and feedback systems to
encourage the sharing of ideas and best prac ces. Embracing a con nuous improvement
approach allows rms to stay adaptable and responsive in dynamic business environments,
resul ng in innova on and long-term development.

Ques on 5 Discuss two (2) legisla ve requirements rela ng to workplace procedures.

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 Answer:
Workplace Safety Signage:
The term "workplace safety signage" describes how crucial safety instruc ons and informa on
are communicated in the workplace using visual communica on tools including signs, symbols,
and labels. These indicators are crucial for encouraging safe behaviour, raising awareness of
poten al risks, and guaranteeing that safety rules are followed. By warning sta members and
guests about possible hazards and o ering advice on how to reduce risks, workplace safety
signs is essen al in preven ng mishaps, illnesses, and occupa onal injuries.

Workplace An -Discrimina on Policies:

Workplace an -discrimina on policies are sets of rules and rules set forth by employers to stop
harassment and discrimina on on the basis of protected traits including na onal origin, gender,
colour, age, disability, or religion. With the help of these policies, a just and welcoming
workplace will be established, where all workers will be respected and given equal chances for
employment, career promo on, and professional growth.
Ques on 6 List and describe two (2) sources of reliable informa on relevant to workplace
procedures.
Answer:
Government Agencies is a reliable source of informa on.
ndustry Associa ons and Trade Unions speci c to the workplace.

Ques on 7 Describe three (3) features of industry best prac ce approach to instruc on on
cri cal and crea ve thinking methods.

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 Answer:
Ac ve Learning Strategies:
Employees' problem-solving, innova ve, and decision-making skills can be greatly improved by
implemen ng ac ve learning methodologies for cri cal and crea ve thinking techniques in the
workplace. The ac ve learning techniques are designed to encourage cri cal and innova ve
thinking for many industries.
Integra on of Diverse viewpoints and Disciplines:
Mul disciplinary skills like cri cal and crea ve thinking are enhanced by exposure to a wide
range of concepts, theories, methods, and cultural contexts. A range of academic disciplines,
including as psychology, philosophy, neuroscience, business, the arts, and sciences, as well as
real-world examples from various industries and social issues, should be incorporated into
instruc onal materials.
Metacogni ve Re ec on and Feedback: Metacogni on refers to the ability to monitor and
regulate one's
own thinking processes, including awareness of one's strengths, weaknesses, biases, and
strategies for
problem-solving. Instruc onal approaches should encourage learners to re ect on their
thinking
processes, iden fy underlying assump ons, evaluate the e ec veness of their reasoning, and
adapt their
approaches as needed.
Ques on 8 Give three (3) strategies on how to lead a team and individuals to develop
cri cal and crea ve thinking skills.

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 Answer:
Encourage an Environment of Open Communica on and Psychological Safety:
Provide a secure space for team members to discuss ideas, voice their opinions, and take
measured risks without worrying about cri cism or retalia on.
Encourage open avenues of communica on to foster idea sharing and teamwork, such as
brainstorming sessions, team mee ngs, and one-on-one conversa ons.
Set an example for your team by asking for their opinions, paying a en on to what they have
to say, and exhibi ng an open mind to di erent points of view.

O ering Opportuni es for Structured Training and Development:

Provide lectures, workshops, or formal training courses aimed at fostering cri cal and crea ve
thinking abili es. Topics include analy cal thinking, crea ve idea on processes, and problem-
solving strategies may be covered in these programmes.
Training sessions should include experien al learning exercises, case studies, and real-world
projects to provide par cipants real-world experience pu ng cri cal and crea ve thinking
concepts to use.
By giving people access to online courses, learning materials, and professional development
opportuni es related to cri cal and crea ve thinking, you may promote con nuous skill
development and self-directed learning.

Discuss and develop cri cal thinking methods. There are several cri cal thinking skills that you
may learn and implement with your team. This involves understanding how you and others
think, analyzing what others say or do, applying evidence-based reasoning, detec ng what
isn't expressed, and discussing issues and replies. Prac cing these skills can help you and
your team think cri cally.

Congratula ons on comple ng your Assessment Task 2. Please remember to

submit:
✓ This completed workbook, including reference to any source material including AI.

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